NERA Conference Proceedings 2010Copyright (c) 2015 University of Connecticut All rights reserved.http://digitalcommons.uconn.edu/nera_2010
Recent documents in NERA Conference Proceedings 2010en-usFri, 04 Sep 2015 18:29:30 PDT3600Ordinal Regression Analysis: Fitting the Continuation Ratio Model to Educational Data Using Statahttp://digitalcommons.uconn.edu/nera_2010/35
http://digitalcommons.uconn.edu/nera_2010/35Fri, 25 Mar 2011 14:39:48 PDT
Ordinal data are widely available to educational researchers. One of the most commonly used models to analyze ordinal data is the proportional odds (PO) model, which is also known as the cumulative odds model. However, when the research interest is focused on a particular category rather than at or below that category, given that an individual must pass through a lower category before achieving a higher level, the continuation ratio model (Fienberg, 1980; Hardin & Hilbe, 2007; Long & Freese, 2006) is a more appropriate choice than the proportional odds model. The purpose of this paper was to demonstrate the use of the continuation ratio (CR) model to analyze ordinal data in education using Stata, and compare the results of the CR model with the PO model. Ordinal regression analyses are based on a subset of data from the ELS (Educational Longitudinal Study): 2002, in which the ordinal outcome of students’ mathematics proficiency was predicted from a set of students’ classroom practices.
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Xing LiuHierarchical Linear Modeling of Students’ Mathematics Self-Efficacy and School Effects on Mathematics Achievementhttp://digitalcommons.uconn.edu/nera_2010/34
http://digitalcommons.uconn.edu/nera_2010/34Wed, 23 Mar 2011 07:02:17 PDT
The purpose of this study was to investigate the relationship between mathematics self-efficacy and mathematics achievement of high school sophomores across the United States, and to examine the effects of gender, ethnicities, and school characteristics on students’ mathematics achievement using hierarchical linear modeling (HLM). The base-year data of the Educational Longitudinal Study (ELS): 2002 were used for analysis. Hierarchical linear models were developed from the one-way random effects ANOVA model, and the unconditional Model with mathematics self-efficacy in level 1, to the contextual models with variables in the both levels. Both fixed effects and random effects were estimated and interpreted for all the models.
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Xing Liu et al.Tier II Behavior Interventions in Head Starthttp://digitalcommons.uconn.edu/nera_2010/33
http://digitalcommons.uconn.edu/nera_2010/33Mon, 07 Mar 2011 14:09:06 PST
This study focused on early identification and differentiated intervention for preschool children with behavior problems. The disproportionate prevalence of behavior problems among low-income children suggests the importance of such early intervention to promote later academic and social success in this population. Tier II behavior supports, in the context of the Teaching Pyramid, were provided in an upstate New York Head Start. Interventions were implemented in small-group settings. Using qualitative individualized reports following each session combined with Social Skills Improvement System scores, changes in problem behaviors and social skills were assessed. Differentiated behavior supports provided were associated with reduced behavior problems and increased pro-social behavior in the sample of low-income preschoolers.
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Kim Westcott et al.Construct Invariance of the Survey of Knowledge of Internet Risk and Internet Behavior Knowledge Scalehttp://digitalcommons.uconn.edu/nera_2010/32
http://digitalcommons.uconn.edu/nera_2010/32Thu, 03 Mar 2011 11:51:06 PST
The wide use of the Internet has potential for students to become victims of Internet predators or other students who engage in inappropriate cyberbullying. Educational programming efforts targeted for students, teachers and parents need instrumentation that provides meaningful and reliable data assessing students' knowledge of Internet risk and their actual Internet behaviors. Construct invariance of the Survey of Knowledge of Internet Risk and Internet Behavior Knowledge scale regarding gender and grade level is examined for N=2621 middle school and N=1594 high school students using multi-group confirmatory factor analysis and Rasch rating scale modeling. Implications for score interpretations are discussed.
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Robert K. Gable et al.An Investigation of Student Study Behaviors in Post-Secondary Classeshttp://digitalcommons.uconn.edu/nera_2010/31
http://digitalcommons.uconn.edu/nera_2010/31Thu, 03 Mar 2011 11:51:04 PST
The current study explored study skills utilized by students across post-secondary academic levels. One hundred and forty eight students from a private university in the Northeast completed a survey that assessed participants’ self-reported frequency of use of textbook skills, note taking, memory, test preparation, concentration, and time management. Textbook skills, p
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Jess L. Gregory et al.RETENTION of MOST-AT-RISK ENTERING STUDENTS at a FOUR YEAR COLLEGEhttp://digitalcommons.uconn.edu/nera_2010/30
http://digitalcommons.uconn.edu/nera_2010/30Thu, 03 Mar 2011 11:51:02 PST
The literature on retention and graduation of college students suggests that institutions that serve higher proportions of at-risk students, such as low-income, first-generation, and minority students, have generally lower four-year and six-year graduation rates. Using both quantitative and qualitative research methodologies, this study focused on the retention of students from first to second year and from second to third year at a four-year college. Consistent with the literature, it was found that a disproportionately higher percentage of the at-risk students are likely to leave college without graduating. This study adds to the literature by providing specific information about factors that affect student retention from the first to the second year and from the second to the third year.
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Hari P. Koirala et al.Teacher Retention in American Schools in the East Asia Region: Salary and Leadership Are Keyhttp://digitalcommons.uconn.edu/nera_2010/29
http://digitalcommons.uconn.edu/nera_2010/29Thu, 03 Mar 2011 11:51:00 PST
The purpose of this study was (a) to track teacher turnover in the East Asian Region Consortium of Schools (EARCOS) and (b) to create a model to explain teacher turnover. We received responses from 32 school heads and 744 teachers in EARCOS schools. The average turnover rate was 32% from 2009 to 2010. The most important correlates of turnover were satisfaction with salary and the perception of a supportive principal. Teachers’ age was also a significant predictor of turnover. Characteristics that defined teachers’ perceptions of supportive leadership were consistent with definitions of transformational and distributed leadership.
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Laura Roberts et al.TEACHER QUALITY, CONTENT KNOWLEDGE, AND SELF-EFFICACY IN ONE MATHEMATICS TEACH FOR AMERICA COHORThttp://digitalcommons.uconn.edu/nera_2010/28
http://digitalcommons.uconn.edu/nera_2010/28Thu, 03 Mar 2011 11:50:58 PST
The purpose of this study was to understand the relationships between mathematical content knowledge and perceptions of teaching self-efficacy in one cohort of Teach for America teachers. It was found that teachers had high levels of self-efficacy. It was also found that mathematics related majors had higher mathematical content knowledge than did business majors, but similar levels of self-efficacy. Liberal arts majors had similar content knowledge and levels of self-efficacy as did mathematics related majors.
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Brian R. EvansThe Purpose of a College Education: Getting a Job: Narrations of First-Generation College Studentshttp://digitalcommons.uconn.edu/nera_2010/27
http://digitalcommons.uconn.edu/nera_2010/27Thu, 03 Mar 2011 11:50:56 PST
This research examines the educational experiences of a group of 18 white, working-class, first-generation college students and how these experiences prepared them to be successful in college. Most participants had always intended to attend college, despite their parent’s level of education. The data set for this study is derived from quasi-life history, qualitative interviews concerning participants’ educational experiences from all levels of schooling. This research seeks to address gaps in the literature concerning the educational backgrounds and understandings of white, working-class, first-generation college students as a means to assist colleges and universities in the recruitment and retention of this particular student population.
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Angela C. TheringAre Household Income, Gender, And Race Important In Shaping Parental Involvement In Children’s Education?http://digitalcommons.uconn.edu/nera_2010/26
http://digitalcommons.uconn.edu/nera_2010/26Thu, 03 Mar 2011 11:50:54 PST
The authors used data from the National Household Education Surveys (NHES) Program 2007 Parent and Family Involvement in Education Survey (National Center for Education Statistics, 2007) (N=10,681) to examine household income, gender, and race of parents, and their importance in shaping parental involvement in children’s education. The study finds that when accounting for tutoring that: (1) Pacific Islander mothers have the highest odds of being involved in their child's homework; (2) Black fathers have the highest odds of being involved in their child's homework; and (3) Low household incomes (compared to high household incomes) have the highest odds of being involved in their child’s homework. This study supports previous research on "nontraditional parental involvement," as well as previous research regarding high African American parental involvement.
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Nicholas D. Hartlep et al.Students as the Definitive Source of Formative Assessment: Academic Self-Assessment and the Self-Regulation of Learninghttp://digitalcommons.uconn.edu/nera_2010/25
http://digitalcommons.uconn.edu/nera_2010/25Thu, 03 Mar 2011 11:50:52 PST
This paper presents a synthesis of scholarship on formative assessment, self-assessment, and self-regulated learning. It has two objectives: (1) to bridge the gap between two related but distinct areas of inquiry, (2) to illustrate how research on self-regulation can inform the study of formative assessment in general and self-assessment in particular. The paper begins by briefly reviewing and integrating the relevant literatures. It then presents a simple model, proposes general principles for supporting self-assessment and self-regulation in the classroom, and presents examples from classroom practice.
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Heidi L. AndradeA Waste of Time? The Value and Promise of Researcher Completed Qualitative Data Transcribinghttp://digitalcommons.uconn.edu/nera_2010/24
http://digitalcommons.uconn.edu/nera_2010/24Thu, 03 Mar 2011 11:50:51 PSTKrista LucasEvaluating Programs Serving High-Risk Populations: Challenges and Recommendationshttp://digitalcommons.uconn.edu/nera_2010/23
http://digitalcommons.uconn.edu/nera_2010/23Thu, 03 Mar 2011 11:50:49 PST
Grant-supported programs, particularly those sponsored with government funds, are required to include a rigorous evaluation as part of the proposal and project implementation to demonstrate program effectiveness. Ironically, programs that serve high-risk populations are often at an inherent disadvantage with regard to conducting rigorous program evaluations since this unique population does not lend itself to accepted program evaluation standards and practices. Consequently, these programs often do not receive the funding needed to provide useful programs for high-risk populations. The New York City-based RESOLVE abstinence education program will be used as a running example to discuss challenges and recommendations that are commonly encountered when evaluating programs that target high-risk youth. Examining the challenges that high-risk populations present to evaluators can lead to the development of new evaluation protocols that are more appropriate to this group of individuals.
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Gavrielle Levine et al.Using Computer-based Testing with Young Childrenhttp://digitalcommons.uconn.edu/nera_2010/22
http://digitalcommons.uconn.edu/nera_2010/22Thu, 03 Mar 2011 11:50:47 PST
The purpose of this study was to explore the feasibility of using computer-based tests (CBT) with children in preschool and kindergarten. Children were administered paper-and-pencil (PPT) and CBT versions of a rhyme awareness scale. An embedded mixed methods design was used to explore to what extent children could complete the CBT independently, how children reacted to the tests, and how the results from the CBT and the PPT compared. Findings were that children needed help with the CBT and enjoyed using the computer. Preliminary evidence indicated that test mode mattered. These results have implications for future test development and use.
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Susan K. BarnesQuerying The Place and Shape of Ethics in Education: Models and Methodshttp://digitalcommons.uconn.edu/nera_2010/21
http://digitalcommons.uconn.edu/nera_2010/21Thu, 03 Mar 2011 11:50:45 PST
The idea of integrating an exploration of ethics and other forms of philosophical thinking into the P-12 curriculum has been defined and explored both locally and globally over the last four decades. Yet the local movements to incorporate ethics into education have stalled and need to be reinvigorated. My perspective as the discussant is shaped by my study and teaching of feminist care ethics (Noddings, 2005) and the way the notion of caring has been applied by critical Latino/a studies researchers in the study of Latino/a urban education (Valenzuela,1999; De Jesus, 2003; De Jesus & Antrop-Gonzalez , 2006; Antrop-Gonzalez & De Jesus, 2006). In my response to these papers I propose that we advance our discussion by adding the lens offered by critical educational studies which can move us toward a discussion of a critical ethics for children, youth and educators.
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Victoria NunezEthical Inquiry: In and Out of the Curriculumhttp://digitalcommons.uconn.edu/nera_2010/20
http://digitalcommons.uconn.edu/nera_2010/20Thu, 03 Mar 2011 11:50:43 PST
In its pure form, "doing philosophy" which includes "doing ethics, inquiry and critical or rigorous thinking." The late Matthew Lipman recognized that doing philosophy entailed the cultivation of excellent thinking. His ideas have been explored and expanded within the context of Philosophy for Children, a movement that makes reasoning and judgment available to children through the discipline of philosophy. It is rare to see philosophy and/or other methods of teaching reasonable, ethical and caring thinking in institutions of learning in this country.
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Lisa NovemskyPerceptions of Doctoral Students Regarding Factors Contributing to Student Successhttp://digitalcommons.uconn.edu/nera_2010/19
http://digitalcommons.uconn.edu/nera_2010/19Thu, 03 Mar 2011 11:50:41 PST
This third and final phase of a sequential exploratory mixed methoddesign sought to investigate doctoral student perspectives regardingsupport services that impede or assist in the completion of an Ed.D.program at a small, northeast university. Qualitative methods includedindividual interviews and qualitative reflections to probe studentperceptions regarding support program improvements, using their'stories' to provide rich, descriptive details. Students emphasized theneed for better pre-enrollment preparation, a comprehensive orientationand advising program, and ongoing academic support services includingwriting assistance, research skills development, and networking andmentoring. Tinto's (1987) integration theory provides the framework forthis study, using his six transformative dimensions for growth anddevelopment to interpret the findings.
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Felice D. Billups et al.An Investigation of the Strategies and Decision-Making Processes Used By Effective Elementary Mathematics Teachershttp://digitalcommons.uconn.edu/nera_2010/18
http://digitalcommons.uconn.edu/nera_2010/18Thu, 03 Mar 2011 11:50:40 PST
This paper describes an investigation on the behavioral and cognitive decision-making processes used by effective elementary mathematics teachers in order to add to the knowledge base in that field and move toward better elementary mathematics teacher preparation, enhancement, and selection. The data collection utilized an observational and interview format for assessing teachers’ planning, implementation, and reflection on a mathematics lesson. Data were collected from 15 teachers in New Jersey and in Israel from a variety of SES and ethnic communities. The scoring systems for coding data are discussed and preliminary hypotheses generated from the data are presented.
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Rochelle Goldberg KaplanThe Relationship of Personality Traits to Satisfaction with the Team: A Study of Interdisciplinary Teacher Teams in Rhode Island Middle Schoolshttp://digitalcommons.uconn.edu/nera_2010/17
http://digitalcommons.uconn.edu/nera_2010/17Thu, 03 Mar 2011 11:50:38 PST
Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and Agreeableness. Qualitative data revealed team climate, team member personality, and team personality configuration were related to Satisfaction with the Team.
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Michele D. Humbyrd et al.MIDDLE AND HIGH SCHOOL MATHEMATICS TEACHER DIFFERENCES IN MATHEMATICS ALTERNATIVE CERTIFICATIONhttp://digitalcommons.uconn.edu/nera_2010/16
http://digitalcommons.uconn.edu/nera_2010/16Thu, 03 Mar 2011 11:50:36 PST
his study examined the differences in content knowledge, attitudes toward mathematics, and concepts of teacher self-efficacy among several different types of teachers in the New York City Teaching Fellows program, and informs teacher education in mathematics alternative certification. Findings revealed that high school teachers had significantly higher content knowledge than middle school teachers. Mathematics Teaching Fellows had significantly higher content knowledge than Mathematics Immersion Teaching Fellows. Mathematics and science majors had significantly higher content knowledge than other majors. Teachers had the same high positive attitudes toward mathematics and same high concepts of self-efficacy regardless of content ability.
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Brian R. Evans